VIETNAM NATIONAL UNIVERSITY, HANOI
UNIVERSITY OF LANGUAGES AND INTERNATIONAL STUDIES
FALCUTY OF POST GRADUATE STUDIES

HOÀNG NGUYỄN THU TRANG Students’ perceptions on needs for
studying English at university – survey
research at College of Economics,
Vietnam National University, Hanoi
(Nhận thức của sinh viên về nhu cầu học tiếng Anh ở đại
học - Nghiên cứu khảo sát tại trường Đại học Kinh tế,
Đại học Quốc Gia Hà Nội)
M.A. Minor Programme Thesis

Field: English Teaching Methodology
Code: 60 14 10

học - Nghiên cứu khảo sát tại trường Đại học Kinh tế,
Đại học Quốc Gia Hà Nội)
M.A. Minor Programme Thesis
Field: English Teaching Methodology
Code: 60 14 10
Cohort: MA 16
Supervisor: Dr. Dương Thị Nụ Hanoi, 2010 TABLE OF CONTENTS
Part 1. Introduction ……………………………………………………………………
1.1. Rationale ………………………………………………………………………
1.2 Aims of the study ………………………………………………………………
1.3. Research questions ………………………………………………………………
1.4. Scope of the study ……………………………………………………………….

References ……………………………………………………………………………….
Appendices ………………………………………………………………………………
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Table 10. Correlations between amount of web-reading and difficulty in it
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LIST OF CHARTS
Charts
Page
Chart 1. Frequency of daily English use among the students
Chart 2. Frequency of English use in daily activities
Chart 3. Purposes of learning English at university
Chart 4. Proportions of learners intending to get an international certificate
Chart 5. Relative importance of the four language skills
Chart 6. Learners’ judgements on the important of some EAP skills
Chart 7. Learners’ judgements on the importance of academic writing skills
Chart 8. Learner’s judgements on the importance of academic reading skills
Chart 9. Requirement for English proficiency on job advertisements
Chart 10. Specification of sub-skills required
Chart 11. Specification of international certificate requirement
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Though a lot of requirements have been imposed on learning English, little research
has been done focusing on learners‟ needs. In the region, Evans and Green (2006) suggest
that EAP is an useful bridge to lead Hong Kong students to better understanding their
subjects in English. However, needs analysis related to this is particularly rare in Vietnam,
especially studies on learners‟ viewpoints, except for some employers‟ viewpoints on EOP
surveyed by Nguyen (2009).
One common argument among researchers such as Deutch (2003) and Kim (2006)
is that pre-experienced learners have vague ideas on what will be required in their future
work environments. However, the concept of needs is not only restricted within target
language needs, and even target language needs does not only refers to occupational needs
but also includes academic uses. Additionally, the extent to which English is used in
Vietnam would not be the same as that in universities in English speaking countries or in

2
English as a second language places such Singapore or Hong Kong, where instructions
have been given in English to non-English major students.
Lastly, in order to focus learners more on self study activities, language teachers
should know about the learners‟ motivation or self-direction in their study. A way to help
non-English major students at College of Economics, Vietnam National University, Hanoi
create their own learning opportunities is to raise their motivation for learning the language.
This study, thus, aims at learning about the students‟ perceptions on their own learning
English for Specific Purposes, their difficulties in using it in their study at university, as
well as its usefulness for their academic success. Their expectation for the language use in
future careers is also explored in comparison with current employers‟ requirements. This
would provide better understanding of the status of English in the eyes of non-English-
major undergraduates in Vietnam.

1.2. Aims of the study
This paper firstly aims at learning about the learners‟ own opinions on the controversial
issue of whether ESP should be learned and taught at university. The picture of the

freshmen of Finance and Banking and double-degree English-major learners studying
Economics at College of Economics, who learn English much more than other major
students. The following aspects were in focus:
1) The learners‟ purposes for learning English at university, which are specified as
situational needs (for daily communication) or target needs (e.g. for future work, a
university credit, an international certificate such as IELTS, TOEFL or TOEIC or learning
other subjects in English).
2) The learners‟ difficulties in applying sub-language-for-academic skills such as note
taking, summarizing, reading reference books, subject discussion, etc.
3) The college‟s direction and subject teachers‟ expectation reflected in
- the college‟s objectives in education in terms of teaching and learning English
- the language policies applied to carry out these aims
- subject teachers‟ viewpoints on ESP.
4) Employers‟ requirements in terms of
- the proportion of English as a mandatory condition in applying for a job after
graduation

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- preferred language skills explicitly stated in job advertisements
- requests for an internationally recognized certificate (e.g. TOEIC, IELTS or
TOEFL)
- requests for specific English skills
1.5. Research methods
In order to give a whole picture of the learners‟ perceptions on their needs for ESP, a
survey approach is applied.
The data were gathered mainly by means of a questionnaire to 448 students, semi-
structured interviews with 17 students and 6 subject teachers and 196 job advertisements.
The questionnaire was designed in direct approach, which helps minimize the risk of being
misunderstood and to gain informants‟ trustfulness (Wray and Bloomer, 2006, p. 155).
This questionnaire is followed by semi-structured interviews to check the validity of the

administrator adjustment and choice in their actual language teaching and policy guiding
the learners to get closer to communicative effectiveness. This would be a basement for
further study in understanding learners‟ viewpoints on the subject, their potential
difficulties in different aspects of ESP for learning the subject matters as well as for
application at work in the future. 6
PART TWO. DEVELOPMENT
CHAPTER 1. LITERATURE REVIEW
1.1. English for specific purposes (ESP)
1.1.1. Definitions of English for specific purposes
First of all, English for Specific Purposes (ESP) is not a special kind of English, but is an
approach to learning and teaching English which emphasizes learners‟ needs or their
purposes of learning English (Hutchinson and Waters, 2001, p.3; Dudley-Even and John,
1998, p.2; Brumfit, 1979, p.71). The guiding principle of ESP is satisfying learners‟ needs,
which can be seen clearly via Hutchinson and Waters‟ famous statements “Tell me what
you need English for and I will tell you the English that you need” (p.8) and “The
foundation of all ESP is the simple question: Why does this learner need to learn a foreign
language” (Hutchinson & Waters, 2001, p.19).
ESP is distinguished from general English with an “awareness” of language
learning needs in a certain period of time with specific learning conditions (Hutchinson
and Waters, 2000, p.53). In other words, ESP is very “goal-directed” (Robinson 1981,
quoted in Dudley-Evan & John, 1998, p.2). Future language use situations play a crucial
role in language interpretation (Streven, 1988, p.2), language knowledge to be taught
(Dudley-Evans and John, 1998, p.2), and ESP tests (Douglas, 2000, p.40).
1.1.2. Characteristics of ESP
English for Specific Purposes is commonly characterized with absolute and variable
features:
Absolute characteristics:

recognition only, etc.)
- taught according to any pre-obtained methodology (i.e. ESP is not restricted to
any particular methodology – although communicative methodology is very often
felt to be the most appropriate) (Stevens, 1988, pp. 1-2).

All of these characteristics go in line with Carver‟s (1983) features of an ESP course: the
use of authentic materials, purpose orientation and self-direction (Carver, 1983, cited in
Nguyen, 2009, P. 5). The introduction of materials used in the target language situation is
supposed to help learners expose to the actual language use and its real situations of
existence. Its purpose orientation focuses on fulfilling the needs – or sometimes the lacks
(Hutchinson & Waters, 2001) – of the language learners. This is also expected to make the
learners purpose-oriented.
1.1.3. Classifications of ESP
Based on specifying language input according to the learners‟ target language use, ESP is
commonly divided into English for Occupational Purposes (EOP) and English for
Academic Purposes (EAP). While the former focuses on the use of the language in (future)
work conditions, the latter deals with teaching and learning English for study purposes
(Dudley-Evans & John, 1998, p. 34).
Considering language skills, Dudley-Evans (1988, p. 27) regard EAP as to “prepare
undergraduate students for the reading of textbooks.” On the contrary, other researchers
such as Carreon (1988, p. 27) believe core language and language learning skills to be

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components of academic learning skills and strategies. While the language skills normally
refer to listening, speaking, reading and writing (Evan & Green, 2007, pp. 3-17), listening
and speaking can be further clarified as listening to monologues, speaking in monologues
and listening and speaking in conversations (Dudley-Evans & John, 1998, p. 53). Others,
such as Douglas (2000, 35), do not regard the language skills as a part of specific purpose
language ability but as a performance means conveying language knowledge, strategic
competence and background knowledge. However, it is almost impossible to build as well

English for Occupational Purposes
English for
management,
finance &
economics
English
for legal
purposes
English
for
medical
purposes
English for
science &
technology
English for vocational
purposes
English for professional
purposes
Pre-
vocational
English
Vocational
English
English for
business
purposes
English for
medical
purposes

current language level in their classification of target needs and learning needs
(Hutchinson & Waters, 2001) which are fairly similar to product-oriented and process-
oriented needs (Dudley-Evans & John, 1998, p. 123).
- Target needs are the desired language proficiency for use in the target situation.
They can be divided into:
+ necessities - “demands of the target situation”,
+ lacks – the gap between learners‟ current language level and the target
proficiency (West, 1997, p. 71 quoted in Belcher, 2006; Hutchinson & Waters, 2001), and
+ wants – subjective views of the learners on what they need to learn (Hutchinson
& Waters, 2001).
Learning needs (or situational needs) arise from current learning situations in
which learners‟ requirements for effective learning activities, such as how interesting and
informative the task is, should be considered (Hutchinson & Waters, 2001, p. 51).
In this study, the learners‟ target of learning English for their future job is identified
as target needs. And the college‟s provision of lectures or requirements of using English
for learning the majors or the learners‟ use of English in their daily life are regarded as
situational needs. Though Deutch (2003, p. 126) and Hutchinson and Waters (2001, p. 62;
Yates, 1976, p. 67) believe that “pre-experienced‟ students have few ideas on specific jobs
they would take in the future,” their general aims for learning English for Occupational
Purposes should gain attention from the teachers and policy makers, at least in terms of
learners‟ motivation.
1.2.2. Definitions of needs analysis
Needs analysis can be understood as studying on learners‟ reasons for taking the ESP
course. Such reasons to learn ESP is can be regarded as “agreement and judgment
negotiated by the learners, other community members and the instructors” (Belcher, 2006,
p.133). This means that the decision to take an ESP course is a result of the learners‟
perceptions, the teachers‟ understanding, and other stake holders‟ requirements. The stake

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holders here may be the education institution or the learners‟ employers. Nevertheless, the

However, studies in this field are substantially affected by the researchers‟ viewpoints and
scopes of studying as “The findings depend on who asks what questions and how the
responses are interpreted” (Dudley-Evans & John 1998: 126).
1.2.3. Studies on needs analysis
It is noted that there have been little research on undergraduates‟ views on their own needs
of learning the language as they are found vague of their future (professional) language use
(Deutch, 2003, p. 126; Hutchinson & Waters, 2001, p. 62; Yates, 1976, p. 67). Most of the
studies have been done so far just focus on the language knowledge and skills required in
target situations with the purpose of using needs analysis for develop course materials. As
a result, the graduates, and the subjects teachers are the key subjects of such research. For
instance, to construct priorities in academic legal English courses, Deutch (2003) focused
on finding out the differences and overlap between professional and academic
requirements in English use among students of law and lawyers. He did research on 113
practicing lawyers and 27 subject lectures in Israel with regards to constraints in linguistics,
subject matter, time and language teachers‟ lack of legal education. His findings show that
there was no distinction in English language demands among different fields and the long-
term needs were diverse (Deutch, 2003, pp. 130-131). Though most lecturers and lawyers
regarded English as “indispensable” to law students, particularly in academic legal
research, up to 82.8% of the lawyers rarely use this language in practice (Deutch, 2003, p.
131). To law students the most important language skill was reading; speaking and writing
were even found unimportant. And most of the required types of reading materials are
articles, books, court decisions and legal documents.
Also with the aim of developing reading materials for non-English major students,
Bosuwon and Woodrow (2009) studied on business communication majors‟ needs
consisting of the purposes of reading English for business communication and basic
business communication knowledge required. They did a survey on 102 English for

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business communication graduates, 16 instructors from Department of English for
Business, the University of the Thai Chamber of Commerce, and 145 employers and


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second year tertiary students and 50 instructors to the sent questionnaire draw a contrasting
picture of views on the students‟ writing ability as well as their needs in business courses.
To bridge the gap of viewpoints, the co-operation between English and Business faculties
are recommended with the outcome of an ESBP (English for Specific Business Purposes)
curriculum.
To give an insight into the reasons for Hong Kong tertiary students to learn English
at university, Stephen and Christopher (2007) did a widest survey research on needs
analysis ever been on nearly 5000 undergraduates at 26 departments in the Hong Kong
Polytechnic University. Most strikingly, it was their inadequate vocabulary that led to
Chinese students‟ difficulties in studying content subjects in English, especially with
academic writing (style, grammar and cohesion) and speaking (grammar, fluency, and
pronunciation). This was explained with low learner autonomy; for example they preferred
asking teachers and friends for help instead of consulting the dictionary themselves.
Still there was little published research on learners‟ needs for studying English at
university in an English-as-a-foreign-language country like Vietnam. The only study
directly related to the current one Nguyen‟s (2009) “review the ESP course for students at
the College of Economics, Vietnam National University, Hanoi.” This report, however,
focuses on using needs analysis to evaluate the relevance of the ESP course for students at
College of Economics, VNU. In reality English appears not really for any specific
purposes both academically and professionally, as there are only a few lectures given in
English to non-English major undergraduates and the link between tertiary education and
the students‟ future jobs are still weak. Such special features as well as the importance of
learners‟ voice in their own learning activities create a gap of the students‟ perceptions on
needs to learn English at university. 15
CHAPTER 2. THE STUDY
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2.2. The informants and job advertisements
2.2.1. The informants
The questionnaire was handed out to 448 undergraduates from five faculties at College of
Economics, VNU at the beginning of the academic year 2009-2010. Among them, 129
(28%) are freshmen; 123 (27%) are in second-year students, 103 (22%) are third year
students and 93 (20%) are preparing to graduate; see Table 4.

Business
Administration.
Finance &
Banking
International
Economics
Economics
Development
Politic
Economics

Total
number
%
number
%
number
%
number
%

3
rd
year
103
27
6%
28
6%
41
9%
0
0
47
10%
4
th
year
93
25
6%
28
6%
23
5%
0
0
27
6%
Total
448

Banking
International
Economics
Economics
Development
Politic
Economics
1st year
0
0
1
1
1
2nd year
1
1
1
2
1
3rd year
1
1
1
0
1
4th year
1
1
1
0

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Table 3. Number of teachers being interviewed according to majors
2.2.3. The job advertisements
About two third of the advertisements come from Vietnamworks, a popular website to job
seekers (167 or 85% of the advertisements). The other one third of the advertisements were
taken rather equally from tuyendung.com and vieclam24h (14 and 15 advertisements,
respectively, as can be seen in Table 5 below). Frequency
Percent

VietnamWorks
167
85
tuyendung
14
7
vieclam24h
15
8
Total
196
100
Table 5. Sources of job advertisements on the internet
The companies with advertisements for the same or similar positions were counted
once. The same company with advertisements in different fields and positions were
counted for at most twice. For example, Vietnam Maritime Bank advertised for a guarantee
property judger and a swift officer – payment center was counted twice. This is because the
former requires English at intermediate level, and the later for English at advanced level as

9%
Administration
42
21%
Services
28
14%
Total
196
100%
Table 6. Classification of fields of the advertised jobs
Table 6 shows that the most popular job was sales and marketing with 57 advertisements,
followed by administration (42 ads, accounting 21%). Accounting and services equally
contribute 14% of the advertisements. The least popular are import and export, finance and
banking and stock or real estate, accounting from 6% to 9%.
2.3. Procedures and methods of data analysis
The questionnaire was distributed to 448 during the ten-minute break or at the end of the
subject lessons under the supervisor of the researcher or other English teachers in the first
five weeks in September and November, 2009. The results were analysed using SPSS for
sums and means of similar choices.
This tool is also used to analysed the variants of employers‟ requirements for
English including general requirements for it (i.e. whether English is mandatory or not),
specific skills required (speaking, writing, listening, reading), requirements for official
certificates (TOEIC, TOEFL, IELTS, or B/C), and requirements for ESP (e.g. negotiation
skills, or reading specific materials).
The college‟s policies and planning via documents and subject teachers‟ responses
in the interviews were generalized for common trends and patterns. 19

never

Chart 1. Frequency of daily English use among the students